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ERIC Number: ED188236
Record Type: RIE
Publication Date: 1980-Mar
Pages: 27
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
The Politics of Testing.
Coe, Richard M.
Since literacy tests determine instruction, they should be designed to match well-defined instructional goals. They should be evaluated and implemented by those who teach literacy in consultation with other interested parties and should function to improve teaching as well as to evaluate students. Writing abilities should be measured directly or through those abilities that have been demonstrated to correlate with particular writing abilities. Types of literacy abilities to be tested should be defined and made explicit to students, graders, and instructors before testing and if possible before instruction. Colleges and universities must help students develop literacy abilities for work and for other social roles; and tests should reflect this obligation. The basic issue is not literacy versus illiteracy but what kind of literacy is being sought. Tests should reflect goals that are defined as people decide what types of literacy they want and need, rather than expressing the interests of employers in the existing job structure. (DF)
Publication Type: Speeches/Meeting Papers; Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A
Note: Paper presented at the Annual Meeting of the Conference on College Composition and Communication (31st, Washington, DC, March 13-15, 1980).